Archivi categoria: Presentare / relazione

MOOCs, critical thinking and museum education

MOOCs, il pensiero critico e educazione museale

L’acronimo MOOC sta per Massive Open Online Courses, corsi online ad accesso libero e gratuito pensati per la formazione a distanza che coinvolga un numero elevato di utenti. I MOOC sono parte integrante e tra i prodotti digitali più interessanti delle Open Educational Resources (OERs), strumenti che stanno assumendo un peso sempre maggiore nelle politiche educative di molti Paesi. Grazie a tale tipo di corso online (corso che si presta ad essere impiegato nei molti campi del sapere scolastico e non) gli student possono acquisire delle informazioni preliminary prima della visita al museo e/o sito archeologico. Nel contempo, I docente e gli educatori museali possono creare percorsi di apprendimento costruiti in modo rigoroso dal punto di vista didattico e dei contenuti, al fine di promuovere l’interesse verso le tematiche e gli oggetti museali legati a determinati siti culturali su un largo bacino d’utenza.

Nello specifico, gli alunni di scuola primaria possono promuovere le loro competenze digitali attraverso la partecipazione a MOOC creati dai loro medesimi insegnanti e, contemporanemante, acquisire le informazioni necessarie prima di una visita al museo.

La durata ottimale di un corso MOOC per alunni di scuola secondaria è di circa 1 mese: esso, fruibile a distanza, deve essere compost da almeno due video e due schede di aprofondimento delle conoscenze. Utile la presenza di una prova di valutazione finale che consente al docente ideatore del corso di misurare le conoscenze acquisite dagli allienvi prima della visita al museo e dell’avvio delle attività in situ.

I tool digitali necessary per la costruzione e la creazione di MOOC sono applicazioni online per la realizzazione di video (Powtoon è una di esse: gratuita e facile da utilizzare), schede di approfondimento create come document digitale e un semplice Modulo di Google per la creazione della prova di verifica finale.

schermata-2016-09-30-alle-13-32-19

MOOCs, critical thinking and museum education

COURSES This approach can be applied in a wide range of courses / subjects such as:

·      Science

·      History

·      Geography

·      Art and design

NATIONAL CURRICULUM Multidisciplinary learning pathway, planned as MOOCs (Massive Open Online Courses), can promote the development of different knowledge and abilities, even in museum education. The Italian school system promotes the experimentation of new models, the use of innovative tools and the dissemination of best practices through the National Digital School Plan (issued in 2008 and transformed in one of the pillars of the 107/2015 act, aiming at creating new learning environments). The application of MOOCs in the field of artistic and cultural heritage education is a real challenge for innovation, in the fields of museum and pedagogy.

GOALS The aim of this approach is to develop digital skills and cultural and heritage education in primary school students and teachers. Future and current educators and teachers, through ideation and planning activities of MOOCs, have the chance to improve their teaching competences as well as their transversal digital abilities, their analytical skills and their critical thinking.

PARTICIPANTS Primary School students participate in a MOOC before their visit to a cultural site.

DURATION The duration of the course is about 1 week, in order to help the acquisition of basic information before visiting the museum or heritage site.

PLAN OF ACTIVITIES Since many years, museums, places of culture and education par excellence, have been interested in the promotion of artistic and cultural heritage by means of new forms of technology, mainly in the field of distance and digital learning. Through the use of MOOCs, museum education has the opportunity to broaden the areas of integration for the new technologies, while, at the same time, developing new teaching techniques for different users. Using MOOCs, museum and heritage sites can reach a high number of students and arise their curiosity about a theme linked to museum itself. At the same time, teachers con promote the development of basic knowledge before the museum/heritage site visit, creating a common learning pathway from MOOCs to the activities in the museum.

Teachers and/or museum educators create MOOCs in the field of museum education, taking into consideration a theme or a museum object linked to the cultural site. The duration of the MOOC is about 1 week and it is composed by at least 2 videos and 2 technical charts with in-depth information. Moreover, the course has a final evaluation activity, thanks to which teachers and/or museum educators can assess the level of knowledge acquisition.

UTILITIES A simple program of creating videos is necessary for teachers and museum educators to create parts of the MOOCs. Powtoon is useful to create funny videos in a simple way. Students need an online access to view and download videos and technical charts. The final evaluation activity can be done by an online form (ex. Google Forms).

moma-mooc


https://youtu.be/Lua2YK3LFbk

http://www.eurodl.org/materials/special/2015/Poce.htm

Type
  • Practise

Usage
  • Instruction / assignment
  • Presenting / reporting

Learning activities
  • Raise attention, intensify perception (raise questions, predict…)
  • Enable cognition (observe, analyse, incite activity such as describe etc.)
  • Make a synthesis, interprete

Context
  • Classroom

Languages
  • Italian

Age 6 to 12 years
Keywords
  • MOOC, prospective teacher, heritage education, 4Cs skills, critical use of technology, pensiero critico, educazione museale

Submitted by UNIROMATRE
 

Recreating artwork through Flash mobs and living pictures

Ricreare le opere d’arte con flashmobs e quadri viventi

In occasione della riapertura del Rijksmuseum di Amsterdam, è stato organizzato un flashmob per la rappresentazione del famoso quadro di Rembrandt “Ronda di notte” (1642). Il flashmob ha avuto luogo in un centro commerciale, in cui bizzarri personaggi, vestiti secondo la moda del XVII secolo, hanno iniziato a correre e mescolarsi tra gli ignari presenti. Il tutto è terminato con la rappresentazione del gruppo dipinto da Rembrandt

Il flashmob di un’opera d’arte o la rappresentazione di essa tramite “quadri viventi” rappresentano una Best practice molto efficace, in cui la rappresentazione crea una dimensione tangibile e reale dell’oggetto museale. L’educazione al patrimonio artistico è resa più facile e interessante agli studenti, nonché divertente e creativa. Flashmob e “quadri viventi” possono essere organizzati in innumerevoli contesti e possono riguardare tutte le opere d’arte, senza alcuna restrizione. La rappresentazione pratica dei quadri e delle sculture può essere effettuata facilmente anche dal punto di vista economico: i costi dipendono esclusivamente dai materiali usati e dal numero di attori presenti.

Gli studenti di qualsiasi età possono prendere parte al flashmob, dalla fase di ideazione a quella di realizzazione finale.

caravaggio23

Recreating artwork through Flash mobs and living pictures

COURSES This approach can be applied in the following courses / subjects:

  • Design and technology (ICT)
  • History
  • Art and design

NATIONAL CURRICULUM Learning by doing is a learning methodology promoted by the Italian Institution system from Primary to High School.

GOALS This best practice shows that flash mobs and living pictures create a vital dimension and offer a lot of fun to participants. In this way, museum education is made easier and more interesting for students.

Flash mobs and living pictures can easily be produced and almost all artworks can be interpreted, without restriction, just some imagination is needed.

Artworks can be interpreted easily and cheaply. Therefore, the costs depend on what is to be represented, in which way and which materials are needed.

PARTICIPANTS From Primary to High School students

DURATION The representation of a painting lasts for a maximum of 15 minutes. The duration of a flashmob presentation depends on what is to be represented, in which way and which materials are needed.

PLAN OF ACTIVITIES On the occasion of the reopening of the Rijksmuseum Amsterdam, a flashmob was created representing the famous “Night Watch” of Rembrandt. It took place in a shopping centre, starting off with wildly bizarre characters with clothes of the seventeenth century running around. Then, suddenly everything ended in the composition of Rembrandt’s famous group portrait.

Students and teacher can represent a painting or a sculpture in several ways: they can take a picture of their self being part of the artwork or represent the artwork itself in a street, a coffee-bar or in a museum. In this way, students organise each activity of the flashmob planning (materials, setting, participant, time) and produce the artwork with  their self.

UTILITIES A digital video camera can be used to record the activity and share it through online channels and social network.

 


https://www.youtube.com/watch?v=y1ys2UCROU0

Type
  • Practise

Usage
  • Exploring / research / inquiry
  • Presenting / reporting

Learning activities
  • Hook (get attention, build interest, break the ice, catch the eye)
  • Raise attention, intensify perception (raise questions, predict…)
  • Affect, emotional and empathic engagement

Context
  • Classroom
  • Museum
  • Heritage site

Languages
  • English
  • Italian

Age 6 to 12 years
Keywords
  • flash mob, living pictures, learning by doing

Submitted by UNIROMATRE

 

Object Based Learning and 3D Printing

Object Based Learning e stampa 3D

In questo seminario, gli studenti (dalla scuola primaria fino al liceo) partecipano a lezioni sull’Object Based Learning, finalizzate alla comprensione degli aspetti più importanti dell’OBL e del suo utilizzo in ambito didattico. Con l’aiuto di operatori esperti, l’oggetto museale viene stampato in 3D, grazie all’utilizzo di una stampante 3D e uno scanner digitale. L’oggetto stampato diventa il cuore dell’attività formativa innovativa: toccando l’oggetto e utilizzando i sensi, gli studenti possono avere un contatto diretto con l’oggetto stesso e, conseguentemente, sviluppare conoscenze e competenze nuove e approfondite. L’attività si conclude con un report scritto dagli studenti sull’OBL e sul percorso didattico a cui hanno partecipato, presentando la loro analisi/descrizione dell’oggetto stampato in 3D effettuata attraverso l’innovativa metodologia didattica.

Tale approccio didattico è destinato sia ad alunni di Scuola Primaria che Secondaria: le indicazione Nazionali promuovono, infatti, fin dai primi anni scolastici lo sviluppo di competenze legate alla promozione del pensiero critico e l’utilizzo di metodologie didattiche innovative, al fine di attuare una costruzione induttiva delle nuove conoscenze negli studenti. Grazie a questo tipo di attività didattica, gli alunni conoscono e interpretano direttamente l’oggetto museale posto nelle loro mani, utilizzando esclusivamente i sensi.

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COURSES This approach can be applied in a wide range of courses / subjects such as:

·      Science

·      Design and technology (ICT)

·      History

·      Geography

·      Art and design

NATIONAL CURRICULUM  In the Italian Educational System the acquisition and promotion of transversal or soft skills is promoted from Primary Schools to High Schools. Critical thinking education is today of utmost importance for schools in the preparation of future workers and participatory citizens.

GOALS The aim of this approach is to develop critical thinking skills through Object Based learning methodology and 3D printing. The approach has been developed from the idea that “the use of museum collections as a path to learn-ing […] is fast becoming a new pedagogy for education. Despite a strong tradition of us-ing lectures as a way of delivering the curriculum, the positive benefits of ‘active’ and ‘ex-periential learning’ are being recognised” (Hannan – Chatterjee, 2015).

PARTICIPANTS Primary, Middle and High school students, divided into working groups (3 to 5).

DURATION 2 activities. About 2 hours for each activity.

PLAN OF ACTIVITIES The OBL is related to the direct use of the object (documents, work of art, materials) in teaching and learning (see http://www.ucl.ac.uk/museums/learning-resources/object-based-learning). Starting from the objects, students are stimulated in a sort of contest and a continuous interaction with the object, which promotes a critical approach to knowledge.

This approach is composed by 2 main activities: during the first one, students (divided into working groups of 3 to 5) choose a museum object (already 3D printed) on a multi-sensorial level, touching and observing the object in an unusual and innovative way. Students could think about the object’s origin, its use and the inter-disciplinary involvement. During the second activity, students write a report about the activity and about the result of their analysis, presenting it to other students in order to evaluate the learning activity. In this way, all of them can develop their critical thinking in a museum context, thanks to a well-defined learning activity and a critical use of technology in heritage education.

UTILITIES 3D printed museum object.


http://www.archeomatica.it/formazione/must-lecce-workshop-object-based-learning…

Type
  • Practise

Usage
  • Instruction / assignment
  • Exploring / research / inquiry
  • Presenting / reporting

Learning activities
  • Show, demonstrate, give access to (also tangible) also to events, objects that are otherwise inaccessible
  • Enable cognition (observe, analyse, incite activity such as describe etc.)
  • Make a synthesis, interprete
  • Create own (re)presentation, impression

Context
  • Museum
  • Heritage site

Languages
  • English
  • Italian

Age 6 to 12 years
Keywords
  • 3D printing, Object Based Learning, OBL, Stampa 3D, Attività formativa innovativa

Submitted by UNIROMATRE

 

Travelling Planetarium

Planetario itinerante

ll Museo Geopaleontologico  rende disponibile  un laboratorio didattico itinerante per l’Astronomia, collocabile in ambienti quali palestre e aule, sale museali costituito da un planetario con cupola gonfiabile avente 6 metri di diametro e proiettore opto-digitale, capace di rappresentare stelle fino alla mag. 6.2 (circa 7 mila stelle fra i due emisferi) , che consente lo svolgimento di spettacoli astronomici rimanendo all’interno della struttura scolastica.
Il proiettore è in grado di effettuare presentazioni astronomiche di elevata spettacolarità, con proiezioni di filmati e animazioni in modalità “full dome”.
La capienza della cupola è di circa 45 posti.

Vari fornitori commerciali privati e associazioni scientifiche pubbliche hanno organizzato questo servizio in diverse città. E’ possibile cercare in internet quello più vicino a voi.

Travelling Planetarium

The Geopaleontology Museum has created a traveling Astronomy educational workshop that can be placed in environments such as gyms, classrooms and museum halls. It consists of an inflatable dome planetarium, having 6 meters in diameter and an opto-digital projector, capable of representing stars up to mag. 6.2 (about 7000 stars between the two hemispheres), which allows the performance of astronomical shows remaining within the school structure.

The projector is able to make astronomical presentations of high impacy with films and animations in “full dome” mode.
The capacity of the dome is about 45 seats.

Various private commercial supplyers and public scientific assosiations have organized this service in different cities. It is possible to search through the internet the one closest to you.


Type
  • Tool

Usage
  • Presenting / reporting

Learning activities
  • Hook (get attention, build interest, break the ice, catch the eye)
  • Signpost (introduce, set the scene, chapterise…)
  • Raise attention, intensify perception (raise questions, predict…)
  • Show, demonstrate, give access to (also tangible) also to events, objects that are otherwise inaccessible
  • Affect, emotional and empathic engagement
  • Enable cognition (observe, analyse, incite activity such as describe etc.)
  • Make a synthesis, interprete
  • Create own (re)presentation, impression

Context
  • Classroom
  • Museum
  • Heritage site

Languages
  • English
  • Italian

Age 9 to 12 years
Keywords
  • planetarium, projections, Astronomy, dome, 180 degrees, semi-sphere, travelling
  • planetario, proiezioni, astronomia, cupola, 180 gradi, semisfera, itinerante

Submitted by CoopCulture, Italy

 

Europeana

 

europeana

Europeana.eu is the EU digital platform for cultural heritage. More than 3,000 institutions across Europe have contributed to Europeana. These range from major international names like the Rijksmuseum in Amsterdam, the British Library and the Louvre to regional archives and local museums from every member of the European Union. Together, their assembled collections let users explore Europe’s cultural and scientific heritage from prehistory to the modern day. Mona Lisa by Leonardo da Vinci, Girl with a Pearl Earring by Johannes Vermeer, the works of Charles Darwin and Isaac Newton and the music of Wolfgang Amadeus Mozart are some of the highlights on Europeana.

Europeana gives access to different types of content from different types of heritage institutions. The digital objects that users can find in Europeana are not stored on a central computer, but remain with the cultural institution and are hosted on their networks. Europeana collects contextual information – or metadata – about the items, including a small picture. Users search this contextual information. Once they find what they are looking for, if they want to access the full content of the item, they can click through to the original site that holds the content.
Different types of cultural heritage organisations – libraries, museums, archives and audiovisual collections – catalogue their content in different ways and to different standards. Approaches also vary in different countries. To make the information searchable, it has to be mapped to a single common standard, known as the Europeana Semantic Elements. This metadata standard at present takes a lowest common denominator approach to the integration of different types of digital content. In 2010 the Europeana Data Model, a richer metadata standard, was introduced will help to give users more and better information. Europeana accepts metadata about digital objects, it does not make any decisions about digitisation. The decision about which objects are digitised lies with the organisation that holds the material.

Users of Europeana can search amongst hundreds of thousands cultural heritage artifacts and according to the case use or reuse these in their own environment and context, for example for education purposes.

 


Explore 53,644,697 artworks, artefacts, books, videos and sounds from across Eu…

Type
  • Tool
Usage
  • Exploring / research / inquiry
  • Recording / collecting
  • Presenting / reporting
Learning activities
  • Show, demonstrate, give access to (also tangible) also to events, objects that are otherwise inaccessible
  • Enable cognition (observe, analyse, incite activity such as describe etc.)
  • Create own (re)presentation, impression
Context
  • Classroom
  • At home
Languages
  • English
  • Dutch
  • Italian
Keywords
  • Europe
  • Digital library
  • Repository
  • Archive
Submitted by ATiT
 

ArtPlanner – creating a trip planner

artplanner-scuole

ArtPlanner Scuole

L’ArtPlanner è una piattaforma web che presenta un territorio e permette di pianificare un itinerario di visita personalizzato. Dietro c’è un software che gestisce contenuti quali immagini, testi, file audio e informazioni pratiche (orari, biglietti, coordinate geografiche), combinando queste informazioni in molteplici modi per ottenere svariati tipi di front end che si aggiornano in contemporanea. E’ nato per promuovere il patrimonio turistico e culturale diffuso, in quanto spesso si incontrano territori con un alto numero di microattrattori e che dunque hanno difficoltà a dare visibilità alla loro complessità.
Applicato alle scuole, gli studenti fanno ricerca per scoprire, censire e presentare i punti di interesse di un determinato territorio e in poi si confrontano con le sfide della comunicazione via web per creare una mappa interattiva con tutte le informazioni utili per permettere ad un utente di confezionare un suo itinerario di viaggio, completo di presentazioni, approfondimenti, informazioni pratiche e istruzioni di navigazione.

The ArtPlanner is a web platform that presents a territory and allows you to plan a customized trip itinerary. Behind it there is a software that manages content such as images, texts, audio files and practical information (schedules, tickets, geographical coordinates), combining this information in multiple ways to obtain various types of front ends that update simultaneously. It was created to promote cultural heritage that is spread on a territory, and therefore based on a network of many points of interest rather than one big landmark.
Applied to schools, students research to discover, review and present the points of interest of a territory and then face the challenges of web communication to create an interactive map with all the relevant information to allow a user to create their own travel itinerary, complete with presentations, explanations, practical information and navigation instructions.


http://www.artplannerscuole.it/
http://www.luoghigiottoitalia.it/
https://www.distrettoturisticoselinuntino.it/

Type
  • Tool

Usage
  • Tracking / mapping / routing
  • Exploring / research / inquiry
  • Recording / collecting
  • Presenting / reporting

Learning activities
  • Enable cognition (observe, analyse, incite activity such as describe etc.)
  • Make a synthesis, interprete
  • Create own (re)presentation, impression

Context
  • Classroom
  • Museum
  • Heritage site
  • At home

Languages
  • English
  • Italian

Age 10 to 12 years
Keywords
  • itinerary, presentation, summarizing, photography, editing, geolocalization
  • itinerari, presentazione, fotografia, riassumere, revisione testi, geolocalizzazione

Submitted by CoopCulture, Italy

 

Cardboard, a VR app for Android smartphones

Cardboard is a free virtual reality (VR) app that puts virtual reality on every Android smartphone. The Cardboard app can launch VR experiences, helps users to discover new VR apps and set up a VR viewer. The app includes a number of demos:

  • Fly over the world on Google Earth or visit the Arctic regions.
  • A visit to Versailles with a local guide.
  • Users can watch their own videos on what feels like a giant screen.
  • Users can examine cultural artefacts from every angle.
  • Users can look around photo spheres that they’ve captured.

To use the Cardboard app, a Cardboard viewer is needed. Cardboard viewers can be easily and cheaply assembled, see for suppliers http://g.co/cardboard.

Good tips and advise for how to design VR experiences is provided by another Google app: Cardboard Design Lab which is also freely available.

A Cardboard users’ and developers’ community is active at http://g.co/cardboarddevs where they exchange experiences and developments.

cardboardvr_0

Cardboard, een VR app voor Android smartphone

Cardboard is een gratis virtual reality (VR) app die virtual reality mogelijk maakt op elke Android-smartphone. De Cardboard app kan de gebruikers VR ervaringen aanbieden, helpt gebruikers om nieuwe VR apps te ontdekken en een VR-viewer opstellen en gebruiken. De app bevat een aantal demo’s:

  • Vlieg over de hele wereld op Google Earth of bezoek de Arctische gebieden.
  • Een bezoek aan Versailles met een lokale gids.
  • Gebruikers kunnen eigen video’s bekijken op wat aanvoelt als een reuze scherm.
  • Gebruikers kunnen kunstvoorwerpen vanuit elke hoek onderzoeken.
  • Gebruikers kunnen rondkijken op zelfgemaakte panoramafoto’s.

Om de Cardboard app te gebruiken, is een Cardboard viewer nodig. Cardboard viewers kunnen gemakkelijk en goedkoop zelf geassembleerd worden, zie voor leveranciers http://g.co/cardboard.

Goede tips en advies over hoe VR toepassingen te ontwerpen kan de gebruiker leren via een andere gratis Google-app: Cardboard Design Lab.

Een gemeenschap van Cardboard gebruikers en ontwikkelaars is actief op http://g.co/cardboarddevs waar zij ervaringen en ontwikkelingen uitwisselen.

 



https://play.google.com/store/apps/details?id=com.google.samples.apps.cardboard…

Type
  • Tool

Usage
  • Recording / collecting
  • Presenting / reporting

Learning activities
  • Raise attention, intensify perception (raise questions, predict…)
  • Show, demonstrate, give access to (also tangible) also to events, objects that are otherwise inaccessible
  • Create own (re)presentation, impression

Context
  • Heritage site

Languages
  • English

Age 7 years
Keywords
  • virtual reality

Submitted by ATiT